Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-23T13:02:46.294Z Has data issue: false hasContentIssue false
  • English
  • Français

Radical School Legends

Published online by Cambridge University Press:  24 February 2017

Allan Stanley Horlick
Allan Stanley Horlick*
Affiliation:
New York University
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Essay Review II
Information
History of Education Quarterly , Volume 14 , Issue 2 , Summer 1974 , pp. 251 - 258
Copyright
Copyright © 1974 by New York University 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Notes

1. The Great School Legend, pp. 5–6.Google Scholar

2. Ibid., p.4.Google Scholar

3. Ibid. Google Scholar

4. Ibid. Google Scholar

5. Ibid., p. 152 Google Scholar

6. Ibid., pp. 55,64.Google Scholar

7. Ibid., pp. 5, 74.Google Scholar

8. Ibid., p.37.Google Scholar

9. See for example, ibid., pp. 65, 70, 71, 113, 115.Google Scholar

10. Ibid., pp. 106 and 108.Google Scholar

11. Ibid., p. 105.Google Scholar

12. Ibid., p.9.Google Scholar

13. Ibid., p. 106.Google Scholar

14. Ibid., p.5.Google Scholar

15. Ibid., p. 137.Google Scholar

16. Ibid., pp. 77, 115, 152.Google Scholar

17. For an example of the kind of analysis that is valuable see Hammack, David, “Participation in Major Decisions in New York City, 1890–1900: The Creation of Greater New York and the Centralization of the Public School System” (unpublished Ph.D. dissertation, Columbia University, 1973), chapter six.Google Scholar

18. Ibid., p.99.Google Scholar

19. See my “The Rewriting of American Educational History,” New York University Education Quarterly (Summer, 1974).Google Scholar

20. The Great School Legend, p. 64, also pp. 77–78.Google Scholar

21. Ibid., p. 153.Google Scholar

22. Ibid., pp. 118–19, 128.Google Scholar

23. Ibid., p. 137.Google Scholar

24. Ibid., p. 153.Google Scholar

25. Ibid., p.155.Google Scholar

26. Greer's language—he talks of “elites” and “various orders” of society—remains vague but it is easy to imagine, as writers like Miriam Wasserman and Paul Lauter and Florence Howe have, that it is a beleaguered middle class that is most apt to feel threatened. Any other assumption makes Greer's prescription of forcing a redistribution of opportunity hard to accept. If it is a powerful ruling class that is being fought, its control of opportunity would seem impregnable by the means he suggests. Yet if he does have the middle class in mind, then its power and influence in the schools requires explanation—it is powerful enough apparently to impose its “cooling out” desires on the schools, but it is too weak to deny or change the credentials that will be its undoing.Google Scholar

27. The Great School Legend, p. 155.Google Scholar

28. Ibid., p.36.Google Scholar

29. Ibid., p.37.Google Scholar

30. See Ibid., pp. 115,148.Google Scholar

31. Ibid., see pp. 155–56.Google Scholar

32. Ibid., pp. 154–55.Google Scholar

33. It would be fruitful to examine the relationship between municipal budgetary and debt emergencies, an emerging teachers union and the introduction of what have been considered “progressive” innovations. (In pre-World War I New York City, a perfect example, took this form of the Gary Plan, praised by, among others, John Dewey and Randolph Bourne. Teachers and local communities strongly and successfully opposed it.) Google Scholar